Our Method — The Science Behind How We Teach Maths

The 6 pillars of how we teach Maths

Bloom's Taxonomy · Webb's Depth of Knowledge · SOLO Taxonomy

Cognitive depth

We don't just check if your child got the right answer. We identify which level of Maths thinking they're operating at — recall, understanding, application, or analysis — and push them to the next one.

Bloom's 6 levels (Remember → Create) tag every session note so progress in Maths is visible, not guessed.
Webb's DoK measures whether your child can solve a problem only when it looks like the textbook, or when it looks completely different.
Our knowledge map follows SOLO Taxonomy — from scattered facts to connected mathematical understanding — so parents see how ideas link together.

VARK Model · Cognitive Load Theory

Learning style & modality

A child who's struggling with fractions shouldn't also be trying to decode English instructions. Reducing the language barrier cuts cognitive load — which is why a mother-tongue Maths tutor isn't just comforting, it's scientifically faster.

At onboarding, we assess whether your child learns Maths best through diagrams, explanations, written notes, or hands-on problem solving.
Every piece of practice we send is built for their modality — animations for visual learners, walkthroughs for others.
Language-matched tutoring removes the translation burden so working memory goes to the Maths, not decoding words.

Dylan Wiliam's Strategies · Hinge Questions · Spaced Repetition · Interleaving

Formative assessment

After every session, your child's Maths specialist identifies the one question that reveals exactly where the gap is. That becomes the starting point for tomorrow's practice.

Session notes follow a formative assessment protocol — clarifying goals, eliciting evidence, and giving feedback that moves Maths learning forward.
Hinge questions diagnose precisely where mathematical understanding breaks down — not just that an answer was wrong.
Daily WhatsApp practice uses spaced repetition across the forgetting curve, and interleaved practice for stronger long-term retention of Maths concepts.

Zone of Proximal Development · Scaffolding · Growth Mindset

Metacognition & self-regulation

We don't just give answers. We build the ladder and teach your child to climb it in Maths — then remove the ladder one rung at a time.

Every session starts in the Zone of Proximal Development — just above what your child can do alone, just below what's too hard.
Specialists ask your child to explain why they chose an approach to a problem, building the self-monitoring skill that separates good students from great ones.
We train specialists to say 'not right yet' instead of 'wrong' — because research shows this shapes long-term confidence in Maths.

Curriculum-Based Measurement · Formative vs Summative · Error Analysis

Diagnostic precision

When your child gets a problem wrong, we don't just mark it incorrect. We categorise the error — conceptual gap, procedural mistake, or careless slip — because each requires a completely different fix.

Weekly check-ins are formative — they tell us what to do next. Exams are summative — they only tell you how your child did.
Curriculum-Based Measurement ties brief Maths assessments directly to what's being taught that week.
Error analysis drives the next session's focus — not generic revision of the whole chapter.

Retrieval Practice · The Testing Effect · Sleep & Memory Consolidation

Learning science

Testing yourself is more effective than re-reading notes — by a factor of two, in controlled studies. Every daily Maths quiz we send is retrieval practice, not busywork.

Active recall through daily quizzes beats passive re-reading — backed by peer-reviewed research (Roediger & Karpicke).
Evening preview material primes the brain before sleep consolidates the Maths learned that day.
Most students cram the night before. We space Maths practice across days and weeks so your child retains — not just for the exam, but permanently.

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